I wonder if you surprised us with fresh donuts again tomorrow, if we wouldn’t be more alert?

1. I wonder if you surprised us with fresh donuts again tomorrow, if we wouldn’t be more alert? CTE Teacher Preparation Project

2. TGIS! CTE Teacher Preparation Project

3. Vocabulary Review GameGrab a partner – 1 team from table 1&2 1 team from table 3 & 4 • One person faces the screen – one faces away • Guess as many words as possible within time limit • Give clues but can not say the work • 1st one to get all ten words or best score when timer goes off wins

4. Can You Guess the Vocabulary Terms Associated with Embedding Literacy? • Jigsaw • Summarizing • Quick Write • Paraphrasing • Cornell Notes • DOK • Exit Slip • Word Sort • Predicting • Categorizing CTE Teacher Preparation Project

5. Grading Student Writing Start out simple You do not need to grade like an English teacher Give rubric when you give the assignment Someone (peer, parent, self) reviews before teacher Teachers’ initial CTE Teacher Preparation Project

6. What is the purpose of Grading? • Rank the purposes • Discuss questions at your table CTE Teacher Preparation Project

7. Student Interviews CTE Teacher Preparation Project

8. Academics in CTE Male: With my class you use a lot of math and reading with using the code book because you have to make sure that everything is to code and you have to make sure that what you’re reading is actually what you are performing because some of those words are difficult to understand. Female: In my class we have to use a lot of English because of all of the observations that we take of the children. You have to know how to properly use commas and what to italicize, bold, and underline. It takes a lot more English that I thought there would be from when I first started. Carolyn: Wow, okay. You had to write in complete sentences? Female: Yeah. CTE Teacher Preparation Project

9. Female: My first year we had these learning guides and one of our learning guides dealt with snacks because preschoolers love food. We had to have a full week, Monday thru Friday, as if it were a daycare from 9:00 to 3:00 and we had to figure out what snacks to give them, and the money, and I think that the amount we had was maybe close to $350.00, I think. We had to go through different magazines to figure out what the children would like and how much to buy. We had 12 children. We had to calculate the output and what was in the snack. Like if it was ten things. If it was a box of fruit snacks and there’s only ten in there, well how many are you supposed to get? You have 12 and you get two but what would you do with the rest? So it all came down to...like we had it for one month and it took a lot of work. CTE Teacher Preparation Project

10. Raising expectations – students’ describe their challenging assignments I’m in drafting and we have a house project and all of the drafting, then we had to interview the clients, like the faculty here and we would just design the house for them and make a 3-D model and all of the drawings and stuff then we had to present it in front of everyone, the class, and whoever else was presenting that day. CTE Teacher Preparation Project

11. Male2: Yes. I think that the hardest project for me was when we had to do our menu planning because we had to go step by step to design a menu and find a name for a restaurant. Entree’s, desserts, drinks, everything that you would find on a real menu. We had to go in and cost out everything by recipes so there was a lot of math involved. We had to balance it out like people who can’t eat gluten or something or if they have allergies to certain foods and we had to put that on the menu. There’s just a lot of detailed work where every little bit of salt we had to price out. There was a lot of ethnicity and you had to incorporate that into it. It just takes a lot of time. CTE Teacher Preparation Project

12. Female1: In the Health Assistant Lab we have a very large senior project we do where we have a huge presentation and we have to make models, posters, and all kinds of stuff for it. We also have to interview people. Carolyn: What type of models do you have to make? Female1: Three-D models on the disease process that we chose and you would make the body part and how it affects it. I was working on Lou Gehrig’s Disease so I did the nerve cells so I did a healthy one and a damaged one. CTE Teacher Preparation Project

13. Establishing Classroom Rulesand Procedures Objectives Create rules for your CTE classroom. Develop a process for involving students in developing or understanding classroom rules. CTE Teacher Preparation Project

14. Minimize Classroom Disruptions with Rules and Procedures • General expectations for behavior • Respecting others • Respecting property • Following safety guidelines • Having materials • Ways of completing tasks in the same way each time • Beginning and ending class • Transitions between activities • Use of materials and equipment • Ways to work in a group Rules Procedures CTE Teacher Preparation Project

15. Examples of Classroom Rules • What positive behaviors would be encouraged by these rules? • What negative behaviors would be discouraged? CTE Teacher Preparation Project

16. Guidelines for Developing and Using Rules • State rules positively. Use “Do…” rather than “Don’t…” • Short, clear statements. • No more than five rules. • Communicate rules to parents and students. • Refer to them frequently.

17. Establishing Rules—Involving Students in the Process • Read p. 101 of Getting Classroom Management Right. • Why is it important to involve students in developing classroom rules? • Suggested instructions for making group agreements—pages 101-104. • Which suggestions might work for you?

18. Authentic Task: Introduce or Involve Students in Developing a Set of Classroom Rules • Write five “positive” rules • Explain how you might engage students in developing classroom rules • Add these ideas to your plan for the first weeks of school.

19. Procedures • How to complete a finite task in quick order the same way every time • Support on-task behavior • Improve group performance • Requires practice • All students can be successful

20. Examples of Procedures • Beginning and ending the class period, especially cleaning up the lab space and keeping materials organized • Making transitions between learning activities, especially transitioning from “classroom” to “lab” • Use of materials and equipment • Ways to work within a group, in both the classroom space and the lab space CTE Teacher Preparation Project

21. Mind Your Own Business CTE Teacher Preparation Project

22. Three Before me CTE Teacher Preparation Project

23. First Things First • Read Making Learning Real, page 165. • What does this handout accomplish from a classroom management perspective? • Which of these procedures would you be most likely to use and why? CTE Teacher Preparation Project

24. Teaching Classroom Procedures • Teach—give a reason for the procedure • Model—demonstrate how to do the procedure • Practice—use the procedure and provide feedback on how the students are doing • Other suggestions • Create posters • Progress chart CTE Teacher Preparation Project

25. Implementing Classroom Procedures • 1: Transitions…pp. 120-123 • 2: Classroom Environment…pp. 123-126 • 3: Learning Procedures…pp. 126-127 • 4: Student Work Procedures…pp. 127-134 • Read your section. • Prepare a role-play or skit to illustrate a procedure in that category.

26. Authentic Task: Classroom Procedures • Explain procedures to help your students be successful in your CTE class. • Develop a procedures handout to explain the procedures to students. • In your plan for the first weeks of school, explain how you will teach, model and assess these procedures. CTE Teacher Preparation Project

27. Working with Parents Objectives Explain the importance of a good working relationship with parents. Identify strategies for communicating with parents and involving them in the education of their children. Develop and practice written and oral communication with parents, including letters, phone calls, and one-to-one conferences. CTE Teacher Preparation Project

28. Benefits of Involving Parents • Improving student achievement • Supporting students in completing school • Focusing students on future goals

29. Ideas for Involving Parents • Review the list on page 11. • Describe ways you could use the ideas in your own classroom. • Place a “star” next to the ideas you are likely to use.

30. Types of Parent Communication • A call at the beginning of the year to introduce yourself and get to know the parents • A success call to announce something the student is doing well • A call to let the parents know there is a problem behavior • A follow-up call to let parents know how the student is doing in using desired behavior

31. Think About It… • Creating positive relationships with parents is important to me because… • The major actions I will take to create positive relationships with my students’ parents and involve them in my classroom are… • The biggest challenge I face in creating positive relationships with parents is… • I plan to address that challenge by… CTE Teacher Preparation Project

32. Advocating for Your CTE Program • Objective: Promote the value of CTE to school and community stakeholders. • Directions: Your responsibilities as a CTE teacher include advocating for your CTE program with students, parents, other school personnel, community members, and business and industry representatives. Develop each of the following to use in explaining the purpose of your program and its value to students’ education, the career field and the community. • Advocacy Letter for Parents • Write a letter to parents about the benefits of students’ participation in your CTE program. • Ask for feedback from colleagues, an administrator or mentor, or your instructor and make revisions. • Mail the letter to parents at the beginning of the school year. CTE Teacher Preparation Project

33. CTE Teacher Preparation Project

34. carolyn.helm@sreb.org CTE Teacher Preparation Project

35. Building Effective Partnership Teams

36. Advisory • Input on program content • Work directly with teacher or administrator • Required by Perkins • Meet twice a year • Provide members with program highlights CTE Teacher Preparation Project

37. Advisory vs. Partnership Having the power or duty to advise or give council Vs. A player on the same team or associated in some joint action

38. Mission To enhance the learning experiences of students by bringing the world of work into the classroom and to support the teacher

39. Why Partnership Teams • Engage students • Add Relevance • Raise Expectations • Relationship with Adults • Prepare for further Study & Careers

40. Membership • How many members • Counselor, Administrator, Parent, Student, Post Secondary, Business, Realtor CTE Teacher Preparation Project

41. Involvement • Guest Speakers • Real World Projects • Field Trips • Job Shadowing • E-Mentoring • Internships

42. Outreach • Publicity • Speaking Engagements • Newspaper • Graduation Readiness • Resumes • Interviews • Post Secondary Applications • Test Prep • Letters of Recommendation • Scholarships • Back – from - school

43. Celebration • Events • Awards • Recruitment

44. Reflective Journal Entry How will I use the time I have invested in this week to increase student learning? CTE Teacher Preparation Project

45. We have added many tools to our teaching toolboxes this week. Our challenge is to choose the right one for the job. CTE Teacher Preparation Project

46. Thank you for allowing me to work with you.Have a great summer! CTE Teacher Preparation Project